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Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET)

18 Pages / 4,479 Words Published On: 26-09-2020

Unit code file naming convention

  1. Each student must complete the Learner Declaration in this Learner Workbook. This section requires each student to acknowledge that the work submitted is their own and has not been copied. Failure to do so will result in the Learner Workbook being returned for completion thus delaying the assessment. 
  1. You must update the Learner Declaration section with the new submission date each time. 
  1. Make sure you have read the Learner Manual and downloaded all supporting resources from the online portal prior to commencing and completing any assessment tasks in this Learner Workbook. 
  1. You must ensure that you have attempted and completed all assessment tasks including written questions, case studies and projects in the Learner Workbook prior to submitting this workbook for marking. 
  1. If you are unsure of the requirements of a question, case study, activity or project – please contact your trainer for clarification. Reasonable adjustment options are available however this must be arranged with the trainer prior to assessment. 
  1. You must email your completed assessment to unless other arrangements are made with ilearn online management. 
  1. You must follow your Training Plan which contains important information about your suggested start and completion dates for each unit of competency. You must follow the unit completion order on your Training Plan. 
  1. Written responses: Written questions require in-depth responses and one line answers may not be sufficient to be deemed satisfactory. Suggested word counts are provided on some written questions which should be adhered to. Note that the size of the answer boxes in the Learner Workbook is not indicative of the required length of your answers. The text box will expand as you type your response should your response exceed the size of the text box. A general rule of thumb is to use as many words as you need in order to demonstrate your full understanding of the knowledge and/or skill component. This may differ greatly between learners in line with varying individual language and literacy skills. 
  1. You must not modify any written question, case scenario, activity, project or template unless otherwise noted in the instructions or as advised by your trainer. 
  1. When conducting online research, you must always provide the website link/s when sourcing information from online sources such as academic journals, industry websites and resource centers. 
  1. Referencing: Ensure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook. 
  1. File naming protocol: Prior to submission, your Learner Workbook must comply with the file name protocol below.

The file name must follow this format:  UNIT CODE – Document – Full Name

Example 1: TAELLN411 – Learner Workbook – John Smith

Example 2: TAEASS401_TAEASS502 – Mapping Matrix 1 – Jane Doe Use the ‘save as’ function to save your workbook onto your computer desktop.

  1. Do not insert additional documents into your Learner Workbook (such as appendix documents).
  1. In keeping with a paperless system, the Learner Workbook is assessed with comments and this document will be returned to you as a PDF document. For each re-submission, you will need to update your existing Learner Workbook by deleting the incorrect response and inserting your new response. 
  1. All of the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the marking of your assessment. 
  1. Copies of any qualifications must be certified by an authorised witness. For the list of authorised witnesses, click here  
  1. The student must have access to candidates to complete the projects.
  2. For project 2 and project 3, the student must access and use the simulated documents from to address the assessment requirements. Log in details are below.
  • Log in:                 account
  • Password: student123 
  1. ilearn online’s contact details:
  • Monday – Friday (excludes public holidays and weekends)
  • Office hours: 9.00am – 5.00pm (QLD time)
  • Phone: 1300 737 006
  • Email:  

Understanding the assessment grading system

As part of a competency based qualification, each unit is not graded as a pass, fail or a percentage.  Every assessment has been developed against the competency standards in each unit. Competency standards include:

  • Elements
  • Performance criteria
  • Performance evidence
  • Knowledge evidence
  • Foundation skills
  • Assessment conditions

A student will either receive a satisfactory or not yet satisfactory result for each assessment submission.

Satisfactory (S) result indicates that:

The student’s submitted work satisfies the learning requirements and all competency standards for the unit (in accordance with the National Register Once a student receives a satisfactory result for all assessment tasks a competent outcome will be awarded for the entire unit. The student must demonstrate their understanding of all competency standards before receiving a competent outcome.When a competent outcome is awarded for a unit, the student will also receive a Statement of Attainment for the respective unit of competency.

Not Yet Satisfactory (NYS) result indicates that:

The student’s submitted work does not demonstrate their understanding of all the competency standards in the unit. If a student receives a ‘not yet satisfactory’ outcome, he or she will receive written feedback from a trainer or assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit their assessment for marking. 

Assessment Resubmissions

Assessments must be attempted in full before being submitted for marking.  Each student has up to three (3) attempts to demonstrate competency in each unit. If a student is deemed not yet satisfactory (NYS) on the third attempt, the student must pay a $40 re-assessment fee each time thereafter.

Required readings and websites

Each student must be aware of the following readings and websites used for this workbook:

Learner Manual:

  • Chapter 1: TAEDES401 Design and develop learning programs (pages 4 - 35)
  • Chapter 2: TAEDES402 Use training packages and accredited courses to meet client needs (pages 36 – 57) 

IMPORTANT: The Learner Manual is the primary text used throughout this qualification and the chapters/additional pages of the Learner Manual must be read prior to attempting this workbook.

Supporting Resource/s:

  • ASQA Fact Sheet – Transition
  • Australian Qualifications Framework (AQF) 2013
  • BSBITU307 - Learning Resource
  • Standards for Training Packages
  • Users' Guide - Standards for RTOs 2015
  • Volume of learning – Explanation
  • Sample - Learning Program V1

IMPORTANT: Website links are accurate as of 01 August 2017.

 Learner Declaration

An assessment submission will not be assessed until this learner declaration has been signed and submitted.

Learner Declaration

  • I declare that no part of this assessment is identical or has been copied from another learner’s work with the exception of where I have referenced external sources.
  • I declare that no part of this assessment has been written for me by another person.
  • I understand that by typing my full name in the student signature field this is equivalent to a hand-written signature.

Student full name:

 

Student signature:

 

Date submitted:

 

 Assessment Cover Sheet

First submission feedback:

 

Reasonable adjustments made:

  Yes   

  No

Details of reasonable adjustments (if applicable):

 

Assessment outcome:

  Satisfactory (S)

  Not Yet Satisfactory (NYS)

Assessor name and signature:

 

Date:

 
 

Second submission feedback:

 

Reasonable adjustments made:

  Yes   

  No

Details of reasonable adjustments (if applicable):

 

Assessment outcome:

  Satisfactory (S)

  Not Yet Satisfactory (NYS)

Assessor name and signature:

 

Date:

 
 

Third submission feedback:

 

Reasonable adjustments made:

  Yes   

  No

Details of reasonable adjustments (if applicable):

 

Assessment outcome:

  Satisfactory (S)

  Not Yet Satisfactory (NYS)

Assessor name and signature:

 

Date:

 
 

FINAL ASSESSMENT OUTCOME

 Competent (C)                                          

  Not Yet Competent (NYC) 

Assessor name and signature:

 

Date:

 


Assessment One – Written Questions

For each question, you must record your written response in the space provided. 

Q1. According to the Standards for Registered Training Organisations (RTOs) 2015, explain what is required of RTOs for each clause below.

Satisfactory and Not Yet Satisfactory Results

Clause

Explanation

Clause 1.1:

RTO must provide training which are consistent with the requirements of training packages and VET accredited courses, in order to enable learners to meet the requirements for each unit of competency in the module they enrolled.

Clause 1.2:

RTO must determine the amount of training for each learner, based on the learner’s existing skills, knowledge and experience, ensuring the learner gain all gain relevant skills and knowledge through the most suitable delivery mode. RTO must ensure the amount of training required comply with the standards provided by AQF.

Clause 1.3:

RTO must provide enough trainers and assessors as well as educational and support services to deliver the training and assessment. RTO must provide enough learning resources to the learner regardless of location or mode of delivery to enable learners to meet the requirements for each unit of competency. RTO must provide enough equipment and facilities (physical or virtual) to support the learners undertaking the training and assessment.

Clause 1.4:

RTO must meet all requirements specified in the training package or VET accredited course.

Clause 1.13:

RTO must ensure the person delivering training and assessment to have appropriate level of vocational competencies, to have relevant and current industry skills, to have current knowledge and skills in vocational training.


Q2. Complete the table by describing the role and responsibility of each organisation. You must provide the website link for each organisation.

Organisation

Explain as per the instructions above

Council of Australian Governments (COAG):

Role

 

Responsibility

To ensure all VET reforms are implemented.

Website

 

Australian Industry and Skills Committee (AISC):

Role

To advice Federal and State Industry and Skills Ministers on the implementation of national vocational education and training policies,

Responsibility

To approve nationally recognised training packages for implementation in the VET system.

Website

www.aisc.net.au

Industry Reference Committee (IRC):

Role

To advice AISC about the skills needs of their industry sector.

Responsibility

To develop and review training packages.

Website

https://www.aisc.net.au/ircs

Skill Service Organisation (SSO):

Role

Independent from both the industry and the training sectors, SSOs provide agreed services to support several IRCs, and act as a key access point between industry stakeholders and training organisations.

Responsibility

To provide professional services as requested by different IRCs, such as preparation of skills forecast documents, reviewing training packages etc.

Website

https://www.aisc.net.au/content/skills-service-organisations

Australian Skills Quality Authority (ASQA):

Role

The role of ASQA in VET is to ensure training provider keeping the standards to the nationally approved quality.

Responsibility

To ensure VET providers provide courses that have appropriate quality.

Website

https://www.asqa.gov.au/about

Registered Training Organisation (RTO):

Role

The role of RTOs is to deliver quality-assured and nationally recognised vocational education and training services.

Responsibility

To ensure training and assessment delivered is compliance with all the requirements stipulated in the relevant training package

Website

https://www.asqa.gov.au/about/australias-vet-sector/about-rtos

Australian Qualifications Framework (AQF):

Role

The role of the AQF is to regulate qualifications in the Australian education and training system.

Responsibility

The ensure AQF policy document facilitate pathways to formal qualifications.

Website

https://www.aqf.edu.au/what-is-the-aqf

 

Q3a. What is the volume of learning as defined by the AQF? Your response must be approximately 50 words in length.

The volume of learning as described by the AQF defines how long a learner, who does not hold any competencies identified in the qualification, would normally take to develop all the required skills and knowledge at that qualification level. There are 10 “level criteria” and 14 “qualification type descriptor” that collectively determine the dimension of the complexity and the depth and breadth of a qualification.

Q3b. Complete the table below based on the following qualifications. Use the Australian Qualifications Framework 2013 document for assistance.

Qualification type

Complete as per the instructions above

Certificate III:

Relevant AQF level

Level 3

Purpose

The Certificate III qualifies individuals who apply a broad range of knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning

Knowledge

Graduates of a Certificate III will have factual, technical, procedural and theoretical knowledge in an area of work and learning

Volume of learning

The volume of learning of a Certificate III is typically 1 - 2 years.  Up to 4 years may be required to achieve the learning outcomes through a program of indentured training/employment

Certificate IV:

Relevant AQF level

Level 4

Purpose

The Certificate IV qualifies individuals who apply a broad range of specialised knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning

Knowledge

Graduates of a Certificate IV will have broad factual, technical and theoretical knowledge in a specialised field of work and learning

Volume of learning

The volume of learning of a Certificate IV is typically 0.5 – 2 years.  There may be variations between short duration specialist qualifications that build on knowledge and skills already acquired and longer duration qualifications that are designed as entry level requirements for work

Diploma:

Relevant AQF level

Level 5

Purpose

The Diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning

Knowledge

Graduates of a Diploma will have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and learning

Volume of learning

The volume of learning of a Diploma is typically 1 – 2 year

Q4a. What is a training package? Your response must be approximately 50 words in length.

A Training Package is documents developed by SSOs in conjunction with Industry Reference Committee to provide RTOs a nationally endorsed set of entry level standards and qualifications to deliver specific Training Program. It also specifies the units of competency and assessment guidelines. The purpose of the Training Packages document is to help the VET system achieve a better match between skills demand and supply, encourage flexible and relevant workforce development, provide for the national recognition of the vocational outcomes of learning, guide and support individuals in their choice of training and career.

 

Q4b. Identify two (2) places you can access training package information.

1

www.training.gov.au

2

Registered Training Organisations

 

Q4c. Use the Standards for Training Packages document to complete the table by:

  • listing the relevant standard/s and
  • describing the role and purpose of each endorsed component

Endorsed Component

Complete as per the instructions above

Units of competency:

Relevant Standard/s

Standard 4: Units of competency specify the standards of performance required in the workplace.

Standard 5: The structure of units of competency complies with the unit of competency template

Role & Purpose

Each unit of competency identifies a discrete workplace requirement and includes the foundation skills that underpin competency. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment requirements:

Relevant Standard/s

Standard 6: Assessment requirements specify the evidence and required conditions for assessment.

Standard 7: Every unit of competency has associated assessment requirements. The structure of assessment requirements complies with the assessment requirements template.

Role & Purpose

The Assessment Requirements provide the performance evidence, knowledge evidence and assessment conditions associated with each unit of competency that ensure that the training and assessment of a unit of competency meet industry needs and nationally agreed standards as expressed in the Training Package and the AQF

Qualifications:

Relevant Standard/s

Standard 8: Qualifications comply with the Australian Qualifications Framework specification for that qualification type.

Standard 9: The structure of the information for the Australian Qualifications Framework qualification complies with the qualification template.

Role & Purpose

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued. 

Credit Arrangements:

Relevant Standard/s

Standard 10: Credit arrangements existing between Training Package qualifications and Higher Education qualifications are listed in a format that complies with the credit arrangements template.

Role & Purpose

Each Training Package provides details of any known Credit Arrangements existing between Training Package qualifications and Higher Education qualifications for those qualifications contained within the training package

Q4d. A training package must have a relevant companion volume which is not endorsed by the NSSC. List three (3) typical components within a companion volume which can assist RTOs in delivering the training package.

1

Implementation guide

2

Learning strategies guide

3

Assessment strategies guide

 

Q4e. Describe how training packages can assist in setting a benchmark for training and assessment. Your response must be approximately 100 words in length.

Training packages are developed and endorsed nationally by Australian Industry and Skills Committee (AISC), Industry Reference Committee (IRC), and Skill Service Organisation (SSO). Training packages provide a consistent and reliable set of components for training, assessment, awarding qualifications, and credit arrangement.

Training Packages are made up of nationally endorsed mandatory components as follow:

Units of Competency

Each unit of competency identifies a discrete workplace requirement and includes the foundation skills that underpin competency as well as work health and safety requirements. The units of competency must be adhered to in training and assessment to ensure consistency of outcomes.

Assessment Requirements

The Assessment Requirements provide the performance evidence, knowledge evidence and assessment conditions associated with each unit of competency that ensure that the training and assessment of a unit of competency meets industry needs and nationally agreed standards as expressed in the Training Package and the AQTF.

Qualifications

Each Training Package provides details of those units of competency that must be achieved to award AQF qualifications. The rules around which units of competency can be combined to make up a valid AQF qualification in the Training Package are referred to as the ‘packaging rules’. The packaging rules must be followed to ensure the integrity of nationally recognised qualifications issued

Credit Arrangements

Each Training Package provides details of any known Credit Arrangements existing between Training Package qualifications and Higher Education qualifications for those qualifications contained within the training package. 

The rigorous development by several national organizations and strict adherence to the components’ standards within the training packages as described above are enabling factors to assist in setting the benchmark for training and assessment.

Q4f. Complete the table by listing all mandatory and optional fields for each section.

 

Mandatory fields

Optional fields

Unit of competency

Unit Code

Unit Title

Application

Elements

Performance Criteria

Foundation Skills

Unit Mapping Information

Links

Prerequisite Unit

Competency Field

Unit Sector

Range of Conditions

Assessment requirements

Title

Performance Evidence

Knowledge Evidence

Assessment Conditions

Links

 

 

Q5a. What are competency standards? Your response must be approximately 50 words in length.

Competency covers all aspects of workplace performance and involves performing individual tasks; managing a range of different tasks; responding to contingencies or breakdowns; and, dealing with the responsibilities of the workplace, including working with others. Workplace competency requires the ability to apply relevant skills, knowledge and attitudes consistently over time and in the required workplace situations and environments.

In line with this concept of competency, Training Packages focus on what is expected of a competent individual in the workplace as an outcome of learning, rather than focusing on the learning process itself.

Competency standards in Training Packages are determined by industry to meet identified industry skill needs. Competency standards are made up of a number of units of competency, each of which describes a key function or role in a particular job function or occupation. Each unit of competency in a Training Package is linked to one or more AQF qualifications.

Q5b. Complete the table below by identifying two (2) competency standards in each section.

 

Competency standards

Units of competency

1

Elements

2

Applications

Assessment requirements

1

Performance evidence

2

Knowledge evidence

 

Q5c. Why are competency standards used in the development of a learning program? Your response must be approximately 100 words in length.

The first step of preparing a Learning Program is to select the relevant units of competency. Learning Program list a sequence of learning experience to achieve competency, where it document integrated learning process for the learner. They include the learning outcomes which are derived from the competency standards and outline the content, sequence and structure of learning, and the delivery and assessment methods to be employed.

Competency standards therefore must be used as the basis for determining the learning program content in a learning and assessment pathway which leads to a recognised vocational qualification or Statement/s of Attainment under the Australian Qualifications Framework (AQF).

Q6. Complete the table by explaining why the foundation skills, performance evidence and assessment conditions need to be covered in a learning program.

 

Explanation

Foundation Skills:

Almost everything we do at work has something to do with learning, reading, writing, oral communication and numeracy. It might be having a conversation with a client or a colleague, completing an observation record, working to a schedule or reading workplace health and safety information. Thus learning program need to specify the level of LLN skills required to satisfy the unit of competency undertaken.

Performance evidence:

Performance evidence is the information that, when considered against a unit of competency, enables trainer to judge whether or not a learner is competent. Learners are assessed against demonstrable set of skills which are defined in the learning program.

Assessment Conditions:

Assessment conditions describe the conditions under which a student must demonstrate his/her ability in performing the assessed tasks. Theses may be any specific requirements for resources, trainers and assessors. As part of the assessment requirements, the conditions need to be stipulated in the learning program, to allow the learner to be assessed according to the principles of assessment (fairness, flexibility, validity, reliability).

Q7. Complete the table by listing three (3) acceptable ways of contextualising a training package and three (3) unacceptable examples.

 

Acceptable contextualisation

Unacceptable contextualisation

1

may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes

remove the content of any of the elements and performance criteria

2

may make amendments and additions to the range statement, as long as such changes do not diminish the breadth of application of the competency and reduce its portability

distort or narrow the competency outcomes and limit its use

3

may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required, where these expand the breadth of the competency but do not limit its use

diminish the breadth of application of the competency and reduce its portability

 

Q8a. What is the main difference between a training package and an accredited course? Your response must be approximately 100 words in length.

Training Package is a group of courses that’s developed by a Service Skills Organization or SSO. SSO’s are an organisation that are employed by the government to create qualifications around particular industries and provide a framework that qualifies people on a national level. They are benchmarks for training and assessment in the workplace training and assessment sector; that they include endorsed components—competency standards, AQF qualifications and assessment guidelines; and that the delivery and rollout of Training Packages is supported by various materials such as learning and assessment resources and tools.

Nationally Accredited Training Courses are courses that have been made privately by an individual, group or business that has not been employed or funded by the government. If an individual, group or business wishes to have their course made nationally accredited they must present it to the Government to be approved. Once the course is approved, it then becomes nationally recognised and any student who completes it is then qualified to work in that industry. Like Training Packages, accredited courses also require supporting materials, as the curriculum provides the framework but does not provide you with the tools or full suite of resources you will need in delivery and assessment.

 

Q8b. Go to and search for an accredited course. You will need to provide:

  • The course code;
  • The course name;
  • The core and elective units of competency; and
  • Website link. 

Please note: Due to copyright, the owners of accredited courses do not usually list their course details on  You will be required to search for an accredited course on the course developer’s website which provides the above information.

 

Explain as per the instructions above

Course Code:

10480NAT

Course Name:

Graduate Diploma of Business Management

Core units:

BSBINN801A      Lead Innovative thinking and practice

BSBITB701A        Implement advance electronic technologies

BSBFIM701A      Manage financial resources

MSS408005A      Develop the learning processes of the operations organisations

MSS408007A      Develop problem solving capability of an organisation

MSS017004A      Lead sustainable strategy deployment

MSS027010A      Undertake complex environmental project work

BSBRES801A       Initiate and lead applied research

Elective units:

BSBMGT617A    Develop and implement a business plan (General Management Specialisation)

BSBPMG601A    Direct the integration of project (Project Management Specialisation)

MSS017001A      Analyse and determine organisational risk areas in sustainability (Risk Management Specialisation)

SITTPPD602        Develop environmentally sustainable tourism operations (Tourism Management Specialisation)

SITXINV601         Establish stock purchasing and control systems (Hospitality Management Specialisation)

TLIX6048A           Manage the development and delivery of logistic support (Logistic Management Specialisation)

Website link:

https://training.gov.au/training/details/10480NAT

Q9. Complete the table below by identifying and describing the four (4) dimensions of competency. Your response must be approximately 100 words in length.

 Q10. What is the difference between a learning strategy and learning program? Your response must be approximately 100 words in length. Q11. List two (2) instructional design options for each delivery mode. Q12a. List two (2) methods to determine whether learning materials or activities are currently available for use in a learning program. Q12b. The mode of delivery can influence the content within a TAS. Complete the table below by:
  • Identifying two (2) different delivery modes and industries (e.g. construction, business),
  • Identifying different learning resources or materials, and activities based on the delivery mode and industry.
 Q12c. Describe the five (5) step process to develop new learning program materials and activities. Your response must be approximately 200 words in length.

Assessment Resubmissions

 Q13. List four (4) reasons why a learner might complete a learning program.  Q14.  Organisational, legal, and ethical requirements must be considered when developing a learning program in a VET context. Complete the table by providing an example of how a RTO can comply with each requirement. Your response must be approximately 150 words in length. Q15a. List three (3) Work Health and Safety (WHS) considerations when designing a learning program. Q15b. When conducting workplace training, the trainer must have some understanding of WHS in the work environment. What type of WHS knowledge would assist the trainer? Your response must be approximately 100 words in length.    Q16a.

List three (3) methods of tracking changes to training packages and accredited courses. Q16b. When there are changes to training packages and accredited courses, what is the RTO’s obligations regarding transition requirements and documenting these changes? Q17. RTOs are often faced with the challenge of meeting a diverse range of client needs. Describe a practical approach for analysing and using competency standards to meet a client need. Your response must be approximately 150 words in length.

 Assessment Two – Practical AssessmentPlease note: Project 1, 2 and 3 are independent from each other.PROJECT 1Assessment InstructionsSample Accounting would like fifty (50) of their trainees to be enrolled into a qualification that comes from the BSB Training Package, in particular the BSB30415 Certificate III in Business Administration. While each trainee's job may vary slightly based on the site they are employed in, they are all given the same role description (see below). You will be required to develop a suitable course structure for this target group. 

   PART 1: Identify the course packaging rulesComplete the table by listing the full packaging rules for the BSB30415 Certificate III in Business Administration. Remember you can source this information from

 PART 2: Select units of competencyBased on the packaging rules of the BSB30415 Certificate III in Business Administration qualification:

  • Select elective units of competency which comply with the packaging rules;
  • Identify whether the elective units are from Group A, Group B, or Imported; and
  • Justify why you selected each elective unit. Reflect on the job description, and general skills/knowledge gained from the specified unit of competency.
  •  
 PART 3: Integrating units of competencyAfter analysing and selecting the elective units, Sample Accounting would like you to integrate the units listed in PART 2 to reduce the trainee’s work load. In the table below:
  • Select two (2) elective units of competency which could be suitable for integration; and
  • Explain why it would be appropriate to link the selected units. Provide examples to support your reasoning.
  •  
 PART 4: Research contextualisation guidelines of the training package developerResearch the contextualisation advice provided by the training package developer of BSB30415 Certificate III in Business Administration. You must copy and paste the information into the text box below. PART 5: Contextualise units of competencyBased on the two (2) units in PART 3, describe how you can contextualise or customise three (3) different performance criteria items within each unit of competency to meet the needs of the trainees by:
  •  
  • Complying with the training package contextualisation guidelines; and
  • Complying with suggestions made by the stakeholder.
 Please note: you are welcome to provide hypothetical ways to contextualise the performance criteria. PROJECT 2Design and develop one (1) learning program that is based on a full qualification. The learning program must:
  • Be based on a nationally recognised qualification sourced from
  • The usage recommendation for the qualification must be current (not superseded)

 Mandatory conditions of Project 2:Condition 1Throughout this project, you will be required to access RTO protocols, policies and procedures from Condition 2Each learning program will be based on the candidate’s needs and characteristics. Condition 3Each learning program must address different client needs, contexts and timelines.  Condition 3You must provide evidence of Part 1 – 5. PART 1: Interview with key stakeholders     You must conduct an interview with your candidate. The purpose of this interview is to:

  •  
  • Clarify the purpose of the learning program (you will need to determine an appropriate qualification for the candidate)
  • Consider the candidate’s characteristics
  • Confirm the competency standards
  • Confirm the training specifications
 Select one (1) option (indicate your selection with ‘x’): OPTION A: Third Party
  •  
  •  
  • You will need to address each item in Appendix 3 – Training and Assessment Strategy – Qualification. Some sections will require you to draw on the RTO’s policies and procedures.
  • The third party must make comments against each item in Section 1 of Appendix 1 - Third Party Report.
  • The session must be at least thirty (30) minutes in length.
  • The conditions in Table 1 apply.
 OPTION B: Video requirement
  • You will need to address each item in Appendix 3 – Training and Assessment Strategy – Qualification. Some sections will require you to draw on the RTO’s policies and procedures.
  • Your session will be assessed against Section 1 of Appendix 7 - Internal Observation Checklist.
  • The session must be at least thirty (30) minutes in length.
  • The conditions in Table 2 apply.
  •  
   Based on the interview, record the selected qualification below. You must identify which training package the qualification belongs to in the table below. You are required to complete and submit Appendix 3 – Training and Assessment Strategy (TAS) – Qualification based on the qualification above. All fields in the appendix template must be addressed. In accordance with Clause 1.1, each training and assessment strategy must include information about the amount of training. You will need to justify the amount of training for the selected qualification by listing three (3) formal learning activities, the time required for each activity and the reasons involved.Remember:

the amount of training does not include the number of hours required to complete the assessment. Complete the table below.  Determine the hours required to complete the assessment tasks in each unit of competency (complete table below). Add more rows if required. Based on the calculations above, what is the proposed volume of learning for the qualification? Does the proposed volume of learning comply with the Australian Qualification Framework? Provide your reasoning below. PART 2: Identify language, literacy, and numeracy (LLN) requirements of the learning program Complete and submit Appendix 5 – Language, Literacy, and Numeracy Matrix based on the TAS you have developed in PART 1 by:

  • Reviewing the LLN requirements of each unit of competency; and
  • Determining the minimum LLN skill required for the entire learning program.
  PART 3: Determine potential risks in the learning programComplete the table below by:
  • Identifying three (3) specific risks which might occur in your learning program;
  • Providing a risk rating for each risk; and
  • Suggesting how you will treat each risk.
  PART 4: Design and develop a learning resourceSelect one (1) unit of competency from your Training and Assessment Strategy developed in PART 1. Please ensure the usage recommendation of the unit of competency is current (not superseded).  You must develop and submit a learning resource based on the selected unit of competency. Content you could develop for this section may include:
  • PowerPoint presentation slides
  • Handouts/worksheets
  • Learning activities that you created
Your learning resource must reflect one of the options listed in your training and assessment strategy. Based on the learning resource you have developed; provide a rationale on the content relevance and quality. Your response must be approximately 100 words in length. You will need to consider any assessment requirements or conditions when developing a learning resource. Based on the selected unit, provide any relevant details below. PART 5: Review the learning program                                                                                                  You must review the entire learning program with your candidate. During the review session, you must address all items in the Appendix 6 – Learning Program Review and submit this as part of your submission. Select one (1) option (indicate your selection with ‘x’): OPTION A: Third Party
  • You will be assessed against Section 2 in Appendix 1 - Third Party Report
  • The third party must make comments against each item in Section 2 of Appendix 1 - Third Party Report.
  • The session must be at least thirty (30) minutes in length.
  • The conditions in Table 1 apply.
 OPTION B: Video requirement
  • Your session will be assessed against Section 2 in Appendix 7 – Internal Observation Checklist.
  • The session must be at least thirty (30) minutes in length.
  • The conditions in Table 2 apply.
  
 PROJECT 3Design and develop one (1) learning program based on one of the following units:
  • BSBCMM101 Apply basic communication OR
  • BSBWOR201 Manage personal stress in the workplace
 Mandatory conditions of Project 3:Condition 1Throughout this project, you will be required to access RTO protocols, policies and procedures from

 Condition 2Each learning program will be based on the candidate’s needs and characteristics. Condition 3The learning program must address different client needs, contexts and timelines to that of Project 2. Condition 4You must provide evidence of Part 1 – 4.  PART 1: Interview with key stakeholders    You must conduct an interview with your candidate. The purpose of this interview is to:

  • Clarify the purpose of the learning program (you will need to determine an appropriate unit for the candidate)
  • Consider the candidate’s characteristics
  • Confirm the competency standards
  • Confirm the training specifications
 Select one (1) option (indicate your selection with ‘x’): OPTION A: Third Party
  • You will need to record any relevant details in Appendix 4 – Training and Assessment Strategy – Individual Unit. Some sections will require you to draw on the RTO’s policies and procedures.
  •  
  •  
  • The third party must make comments against each item in Section 1 of Appendix 1 - Third Party Report.
  • The session must be at least thirty (30) minutes in length.
  • The conditions in Table 1 apply.
 OPTION B: Video requirement
  • You will need to record any relevant details in Appendix 4 – Training and Assessment Strategy – Individual Unit. Some sections will require you to draw on the RTO’s policies and procedures.
  • Your session will be assessed against each item in Section 1 of Appendix 7 - Internal Observation Checklist.
  • The session must be at least thirty (30) minutes in length.
  • The conditions in Table 2 apply.
   Based on the interview, record the selected unit below. You must identify which training package the unit of competency belongs to in the table below. You are required to complete and submit Appendix 4 – Training and Assessment Strategy (TAS) – Individual Unit based on the selected unit of competency. All fields in the appendix template must be addressed. PART 2: Determine potential risks in the learning programComplete the table below by:
  • Identifying three (3) specific risks which might occur in your learning program;
  • Providing a risk rating for each risk; and
  • Suggesting how you will treat each risk.
  PART 3: Design and develop a learning resourceYou must develop and submit a learning resource based on the selected unit of competency. Content you could dev
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My Assignment Help. (2020). Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET). Retrieved from https://myassignmenthelp.com/free-samples/taedes401-assessment-answers-design-and-develop-learning-programs.

"Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET)." My Assignment Help, 2020, https://myassignmenthelp.com/free-samples/taedes401-assessment-answers-design-and-develop-learning-programs.

My Assignment Help (2020) Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET) [Online]. Available from: https://myassignmenthelp.com/free-samples/taedes401-assessment-answers-design-and-develop-learning-programs
[Accessed 04 October 2023].

My Assignment Help. 'Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET)' (My Assignment Help, 2020) <https://myassignmenthelp.com/free-samples/taedes401-assessment-answers-design-and-develop-learning-programs> accessed 04 October 2023.

My Assignment Help. Understanding Assessment And Assessment Criteria In Vocational Education And Training (VET) [Internet]. My Assignment Help. 2020 [cited 04 October 2023]. Available from: https://myassignmenthelp.com/free-samples/taedes401-assessment-answers-design-and-develop-learning-programs.


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